This paper aims to examine a method of Korean music education to nurture convergent thinking by using music related-iconographic materials. While many methods and materials can be used for fostering convergent thinking in teaching Korean music, music iconographic materials were chosen as an example in this study. The target subject is fifth and sixth graders in elementary schools. Among many other iconographic materials, the current study focuses on Muyongchong, Welcoming Ceremonies for the Governors of Pyeongyang, and Buddhist Temple Bell of Silla. First of all, the meanings of convergence education and convergent thinking were explored and instructional stages for fostering convergent thinking were set. As for class design, ‘presentation of situations’, ‘creative design’ and ‘emotional experience,’ proposed as criteria for convergence education by the Ministry of Education and KOFAC were utilized for creating instructional stages. At each stage, teaching and learning strategies were suggested by using various teaching techniques. In the stage of presentation of situations, brainwriting technique was mainly used. In the stage of creative design, thinking-promoting techniques for fostering creativity proposed by KICE, such as algorithm activities, visual thinking, and the six colors thinking hats method, were actively utilized. In the stage of emotional experience, various hands-on activities were proposed so that learners can make new challenges with Korean music and experience a sense of success. Such application of the instructional stages and teaching techniques should be continuously studied so that they can be used to raise future-oriented creative and convergent talents who understand Korean music and utilize it creatively, breaking from the conventional simple curriculum integration. What is not covered in this paper, namely various activities of Korean music education for fostering convergent thinking and other music iconographic materials, is to be studied further in the future.